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Full text of "Annual Evaluation Report Fiscal Year 1984"

510-2

B

Progress gnu nwv..vr............

o A variety of cost-effective grant monitoring procedures were developed.
These included extensive telephone monitoring, reviews of annual per-
formance reports and other data, and on-site cross-program monitoring.

o All project directors were sent an update letter outlining an inter-
pretation of the meaning of "full financial need11* It emphasized that
Section 646.20 of the regulations requires an assurance from all funded
applicants that participants will receive sufficient financial assistance.

C.    Costs, Benefits, and Effectiveness

Types of Benefits: Institutions of higher education provide remedial or
bi1ingual teaching9 guidance, or counseling services to students with an
educationally, culturally, or economically deprived background, or with a
physical handicap, or limited English-speaking ability*

Program Scope:    In    FY   1984,   ED   made   664   awards   for   an   average   award   of
$101,348.Projects   served  154,400 participants   at  an   average  Federal   cost
per participant of $436    Total  program awards were $67,294,974.
Program Effect 1 versess:    The System Development Corporation conducted an
impact evaluation of the Special   Services  for Oisadvantaged Students Program
(SSDS).    A  follow-up   survey,   conducted   in  academic year 1982-83,   attempted
to determine longer-term program impact *

The follow-up study, which Involved  students who would normally be in  their
fourth-year of college* reported the following findings (E.2):
o   A fairly  high proportion   (almost 60 percent)  of the  freshmen included in
the 1979-80   study   who   responded   were   still    enrolled   in   postsecondary
education three years later,   and  of those  who persisted 86 percent  were
full-time students.

o While not the only consideration, financial aid was an important factor
in determining whether the study participants were still enrolled or had
left school *

o   Moderate levels of academic support services (tutoring, group instruction,

academic counseling) provided in a student1s freshman year were associated

.with longer enrollment, and with greater numbers of course units attempted

and completed,   compared to the   results   for the  students who received no

special services.

o Students who received moderate levels of services appear to have had
fewer academic deficiencies to overcome than those who received the full
range of services or more intensive services*

o Academic support services received after the freshman year were less
successful in improving long-term academic performance. Students who
needed post-freshman year services appear to have had the greatest learning
deficiencies and the least success In surmounting them.lifornia at Los Angeles, California, 1984.